Deep Breathing : Facilitated Technique for Kids

The human body is adaptable and can survive under a variety of harsh conditions. People have been known to survive for up to 2 months without food and 1-2 weeks without water, but it takes less than five minutes for us to perish without air. Yet the average person only uses about one seventh of their total lung capacity. As vital as this function is to life, most of us pay very little attention to it until our ability to breathe is compromised.

The basic function of our breath is to move air in and out of the lungs. It affects our metabolism & energy level, cognitive functions (the brain uses three times more oxygen than any other cells in the body), blood and oxygen delivery to the cells and removal of carbon dioxide from them.

Breathing is also one of the limbs (or elements) of yoga practice and in some opinions, the most important. In yoga practice we learn that the other functions of breathing are to release muscle & mental tension, calm, regulate & revitalize the nervous system, improve immunity and improve thinking. We learn that in time of stress or when in pain, to bring our attention back to the breath brings about calm, relaxation and healing in the body and the mind.

When I begin to teach "Belly Breathing" techniques to younger students, I do so by using games. Feathers, soap bubbles, cotton balls and an expandable "Breathing Ball" (AKA "Hoberman Sphere") can all be used to show children how to take a proper breath and to train their young bodies to do this naturally and consistently before stress and other bad habits set in.

As children grow older, and play less, its easy to forget these techniques and how important they are. Its vital that kids and teens fully understand the power of their breath to support health, enhance learning, assist with stress and improve interactions with others. Its our job to encourage them daily to close their eyes and just focus on their breathing - just as we ensure they eat, brush their teeth, do homework and bathe daily.

Set aside 10- 20 uninterrupted minutes a day of deep breathing time (or to play breathing games) with your children and teens. It doesn't matter when, but a good way to do this is to get them into a routine, such as right after school or before bed. If they practice while they are calm and in a safe familiar environment, they will be more likely to use these and other healthy techniques when angry, stressed, in pain or trying to solve a problem.

One of the questions I hear regularly is how to teach deep breathing concepts and mechanics to non-verbal children or those with more severe physical or cognitive challenges.  Many of these children do not have good body awareness & can't even begin to isolate a muscle such as the diaphragm (breathing muscle.) There is a facilitated technique that I use, that parents and therapists can also use to encourage use of the diaphragm for deeper "Belly" breathing. The basic  technique is explained below, however it is not meant to replace traditional therapy. Please check with the child's doctor and medical team to be sure this method is advised for your child or student. In some cases, the technique may need to be modified for safety and/or effectiveness.

The facilitator, whether a parent or therapist needs to make a conscious connection with the child so this exercise is to be done in a quiet room, free of drafts, strong odors & other excessive sensory input: auditory or visual noise, TV, phones, computers, electronics and all other distractions & interruptions. Lights can be dim and quiet instrumental music (low volume) can be played if desired. The initial exercise will take about 5-10 minutes.

1- Have the child lie down on floor, face up, on top of padding, a folded blanket, a mat or on a carpeted area.

2- Place a small flat (about 1-2" ) pillow or folded towel under head and a rolled blanket or bolster under (slightly bent) knees for comfort. Shoulders, hips, lower back and soles of feet should all have contact with the floor.

3- Sit on floor next to child & watch child's midsection for a minute as it rises and falls with the breath. Notice the rhythm, speed and depth of each breath. (You may notice that the child breathes into the shoulder area. Watch for this too.)

4- Place your open hand on the child's midsection, just under the ribcage and just above the naval and let it rest for a moment, feeling the child's breathing, and again, noticing the rhythm, speed and depth.

5- After a minute or two of quiet bonding with the child, and following the child's rhythm and depth, begin to apply gentle but firm pressure downwards as you see & feel the child's midsection fall (exhalation). As the child breathes in and the midsection rises again, release pressure and allow hand to just rest there until the exhale. Upon the next exhale, apply pressure again. Release pressure upon the inhale. Be aware of where you feel that point of resistance while applying pressure, and back off as soon as you feel it.)

6-Continue the exercise for 5 minutes or until the child indicates that they want to get up. (Its not uncommon for them to fall asleep and this is OK too.) You may find yourself and the child breathing together in rhythm by the end of the exercise.

7- When you start to see & feel the child breathing deeply on his or her own, (the time it takes for this to happen varies from a few weeks to a few months.) you can adapt this exercise to use a 1 lb.sandbag on the child's belly instead of your hand.   (Usually 1-4 lbs depending on their medical conditions, strength, size and tolerance ) Also lying the child on their stomach (especially mouth breathers) will give them deeper input and awareness of the breathing muscle encouraging deeper, fuller breaths.

8- Once the routine is established, the use of sound can encourage deeper breathing & relaxation. Facilitators can use simple words or vowel sounds as the child inhales and exhales: "belly...breath"; "just...breathe"; "breathe...relax"; "breathe...calm"; "in...out"; "me...you"; "sea...shells"; "let...go"; "aaaa...eeee"; "Jo-ey" (child's name) or the Traditional Mantra of  "Soo...Hummmmmm".

A little practice daily is better than hours of practice once and a while. Its not necessary to teach a child several types of breathing all at once. Let them master deep Belly Breathing first as it is the most useful type of breathing for kids. As the child breathes better without facilitation, and can do it while sitting or standing, you can introduce other types of breathing if desired through games that help reinforce breath control.

The keys to successful & effective breathing techniques, facilitated or not,  is to be attentive to the child and to be patient. It may seem like your child is not "getting" it, but don't doubt that deep breathing exercises are still beneficial in a variety of ways, maybe unseen at the moment,  for him and for you.  Remember that no matter how minimal, progress is progress.


This technique is included along with many others, in my forthcoming book: "Calm & Connected: Yoga Based Tools for Self-Regulation" . Watch for details next month.

Related Articles:

If You Give a Kid Their Core...




Contact: barbara@bodylogique.com







.

Yoga for the Profoundly Disabled Child - Part 2

Photo: walesonline.co.uk

Today's post is "Part 2" of Yoga for the Profoundly Disabled Child.

In part 1, I talked about letting go of any pre-conceived ideas of how yoga should be practiced or how it should look. As teachers, therapists and educators, we need to be willing to be flexible enough to forget our lesson plan and meet that student exactly where they are right now.

 (If you missed it, you can read Part 1 here.)

Here are the 4 basic steps that I use to determine how I might introduce yoga based techniques to a child who is considered 'low functioning" and who has a number of profound challenges:

Set aside fears & ideas of how it "should" be:
We all want to assist students to be more independent. We want to give people answers, relieve pain, educate people about the body and more. We want to have a positive effect on the people we meet and work with and feel like we are making a difference. Sometimes we have to get innovative to achieve this. Yoga is no different, so be bold and set aside the way you have been doing things, and your fear of doing something 'wrong". Its okay to change it, adapt it and make it accessible to your student. If you don't know how to do that, ask for input from a yoga teacher, therapist or someone else who has that knowledge. Educators, yoga teachers, paraprofessionals, OTs PTs SLPs, parents and families-we are all on the same side and should be working together. So breathe, calm the voices in your head and proceed with confidence that you will discover how to do the very best for your student.

Observe student interacting with peers or family and pick one or two goals to address:
Its better to select one (or two if they are able) goals to work on at a time. Overwhelming the student or yourself is not effective in the long run. You will have to cultivate patience. Ask yourself what the child's skills are and what are the most immediate needs. Sometimes you may have to look deeper and see the less obvious-maybe they cannot hold a pencil, but can they feel sensations on their skin? They can't move their lower body, but can they move their  upper? They can't move well at all but can they visually track?  Is their hearing and receptive language workable? Can they sign? Do they like music? If so what kind of music? What characters/toys do they like? How can you make this fun? Take all of these factors into consideration and write them down. Make it personal to them. Start with observing the most basic, primitive part of how that child learns and grows which is through the sensory system. The senses hold the key to building back up to body movements, cognitive understanding & social interaction. These skills do not have to be perfect, just visible. Every child can do something-no matter how seemingly insignificant, so start there. Look for what he can do. Keep looking until you find it.

Assess how to adapt and customize traditional (yoga) approaches for that student:
Assess what skills and abilities you have to work with & what you want to teach the student. Balance? Core Strength? Or maybe you need to start with more basic tactile or visual exercises. If you are working on postures & the student cannot stand, then change the postures and therapies so they can do it while seated. You can start in their wheelchair, then gradually build to a regular chair then maybe build to a therapy ball. Support them using your hands or bolsters & props until they are able to do the activities independently. (Remember that a child's "independent" might look very different than how your "independent" looks.)  Start slowly- 10-15 minutes at a time. Work up to 30-40 minutes. Break each step down & add new steps gradually to build up to more challenging games & tasks.

Assess effectiveness and make adjustments:
Ideally the activities you select should be fun & challenging yet not frustrating to the student. You have to ask yourself each time: "Is this too challenging or not enough? Is it working? How do I know its working?" Give it time & observe how the child reacts and responds to determine whether or not he is engaged and motivated to continue to work towards a goal. If not, you may need to make adjustments, either in the goal or in the steps you are using to reach the goal. You may have to observe things that you have never noticed before: breathing, (through movement of the chest), visual attention & pleasure (through *pupil dilation), skin pallor, vocalization, etc. and becoming a good observer will help you better determine if what you are doing should be continued or changed.


I mentioned above starting with the sensory system and I want to elaborate a bit on that. At our most basic core, we are sensory creatures. When we are born, we cannot do much in the way of thinking, moving or communicating. However, our sensory systems are at work constantly. The senses are the only way our nervous system receives information about our environment; the only way in which we become motivated to move & explore our world; the only way we learn about pleasure and danger; and the only way our brains and bodies continue to develop and grow. Its the same for disabled children regardless of the degree of functioning. There is still a sensory system at work, looking for stimulus. The more the senses are stimulated, the more neural pathways are formed in the brain and the more the brain/body learns. You cannot separate these 3 aspects- they rely heavily on each other as a complete system.

When designing a yoga program for children with disabilities, focus on what is practical and what is responsible. We cannot teach a child to talk, walk or stand in tree pose if the child's sensory system is overloaded, under stimulated or not integrated with the brain and the body. The sensory systems must be addressed first, then body movements, then cognitive learning, then (evolved) social skill learning. (This is basic neuroscience.) A huge mistake we make in recreation, education and therapy approaches is to not address the most basic neurological needs first, before we attempt to address those higher functions such as cognitive or social skills. When we skip over those more basic steps, it causes failure, de-motivation, undesired and even aggressive behaviors, and sometimes severely restrictive practices or unnecessary medication plans to be put in place. If you are thinking of introducing yoga, by all means, do so, remembering to keep this process and progression of skills in mind as well. Always meet the students where they are.

Yoga is one of the most complete sensory-motor activities we can utilize to work with children. It enhances all other therapeutic and educational approaches. It is possible to stimulate and integrate every sense in the body during a short 20-30 minute yoga session. (Read more about yoga and sensory stimulation here.) If a child has lower functioning skills and you cannot teach postures yet, then start with activities that will stimulate and integrate the senses.

(Please check with the student's parents, teachers and medical or therapy team to determine what sensory needs and challenges you should be aware of.)

Examples: (Adapt & change to meet & slightly challenge the child's abilities)

• Meditative instrumental music paired with visual tracking of a scarf, a feather or a flashlight beam projected onto the wall or ceiling: Move the scarf or flashlight to the rhythm of the music. Use a slightly up-beat rhythm to stimulate, slower rhythm to calm. Select something the child likes and watch for *pupil dilation to see if the child is enjoying. If they are able, allow them to move the flashlight or scarf. Have them alternate hands. This is one way to introduce meditation techniques. (Native American flute and drumming work well.)
• Pairing breathing with singing simple songs or mantras (words) : "Ommmmmm", " Peace", "Breathe" or any of the vowel sounds, is not only soothing, (sound and vibration in the body) but improves auditory processing, and breath control. Breathing is key to releasing muscle and mind tension and to begin a relaxation response. The longer the tone, the deeper the child has to inhale. The deeper they inhale, the more effective the breathing will be. (Deva Premal's Music works well. ) You can then teach them other breathing techniques using games. (More ideas using cotton balls on our You Tube Channel.)
• Pair a finger labyrinth with calming, instrumental music. Or have the child close their eyes and follow by sense of touch only. If the child cannot point a finger to use it, then guide them with your own hand over theirs. (Click here for printable labyrinths to start with). Glue the printable patterns to card stock, cover the dark lines with yarn, sand or plain glue and see if your student can trace the (smooth) path with eyes closed. (Allow student to glue and add yarn or sand if they are able.) A labyrinth has one path in and out. Its a great tool for teaching concentration and relaxation as well as tactile and visual stimulation.
• Other options include: aromatherapy techniques, mudra (hand yoga) & massage . When you are ready to start teaching postures, begin with restorative postures and work up from there to seated, standing, core, balance, etc.
• Above all, always make it fun!

There are hundreds of other usable ideas in this blog and on our website. As you come across ideas, start to think about how yoga can be broken down into its simplest form to address the needs of your students who may be seen as "unteachable", and those who may need the benefits of yoga the most.

If you have a specific question that this 2 part article did not address, or if you would like to schedule a workshop for your school, therapy center or organization, please contact me at: barbara@bodylogique.com


Join us on:

Twitter

Facebook


*(Our pupils will dilate when the room gets darker to allow more light in, as well as when we take certain medications, but in the absence of these factors, generally speaking, when we’re experiencing pleasure, be it physical or psychological, such as seeing someone or doing something we like, our pupils will grow larger).



Other Resources:

Yoga for the Special Child  (Sonia Sumar)

Adaptive Yoga Curriculum Books  (bodylogique.com)

About the Sensory System (Science Daily)

What a Child's Food Cravings Can Tell You

In Case You Missed it: May 28-June1

"Late for Work" Photo: Patrick Breen

I hope everyone had a fun and productive week! Before I get myself outside for the day, I want to bring to you this week's "In Case You Missed It" post.

For those of you new to my blog, each Friday, we feature the top articles (archived and new) that are relevant to those who work with children with social, sensory and learning challenges. The purpose of this weekly post is to expand and improve the scope of resources & information for families, educators & other professionals. We want to build connections with diverse resources to help each other stay informed in the most straightforward and entertaining way possible. I hope you will pass it on and share with those interested.

To read the original article, click on the title links below. Its as simple as that!  Please feel free to share, with the original links & authors referenced.

If you have an article link you would like to add, contact Barbara at the e-mail at the bottom of this post. Guest post submissions are always welcome. Please report any broken links to Barbara at the e-mail link below.

Have a Fantastic Weekend!

~Barbara
barbara@bodylogique.com





Advocates Say  Yoga is "Ideal" for People with Autism
(Daily Camera)

Why the Midline is Important
(Sensory Edge)

Improving Sensory Integration Through Sensory Games

(BodyLogique.com)

Moving Smart: Safety Safari
(Moving Smart Blog)


Horse Therapy Helps Autistic Boy
(autismawarenesspage.com)


Should You Draw for Your Child?
(Janet Lansbury)



*A 'MUST SEE' Video (13 minutes)

iPad Apps for Autism
(60 Minutes-Video)


.

Inclusion is Belonging

Many people have debated back and forth over the idea of inclusion for years. Some say its helpful and others say it is not. From the position of an adaptive movement educator, inclusion is the whole reason I do what I do: I simplify & break down stories, exercises & movement games so that ALL kids can feel competent and motivated to participate with a group of peers.


"Inclusive programs create accepting environments and send a powerful message that all children are welcomed and valued. This provides all children with an authentic sense of belonging."   ~Angela Moorad, MS, CCC-SLP, IAYT, RCYP-2 -  Founder, OM Azing Kids Yoga

Angela  Moorad is another Yoga teacher I know who develops inclusive programs for children in Norman Oklahoma. She has incredible energy, many years of experience & a great vision of a Universal Design for Inclusion. She has generously shared some of her inspiring ideas as well as a dozen excellent resources for educators on her blog here: (You can also find Angela and OmAzing Kids Yoga  on Facebook)


Universal Design for Inclusive Kids Yoga: Inclusion is Belonging



Inclusion is belonging. Do you have a resource or an idea for inclusion that you'd like to share? Please post it below in the comments!


To contact me: barbara@bodylogique.com

The Science of the Senses: 20 Ways Yoga Works

Sensory integration is an important part of human body & brain growth. Movement games, yoga & creative art activities not only help integrate the senses, but also help children strengthen the body, improve concentration, improve overall health, enhance cognitive learning & encourage positive social interaction!

There are dozens of ways that yoga can be used in the home, school, gym or therapy environment to help children learn to regulate & integrate the many complex aspects of the sensory system. 
*By the way, did you know there are actually 8 senses-not 5 as we were always taught ?

Learn the 8 senses & the 20 ways yoga integrates them here: BodyLogique®: Sensory Page

To schedule private yoga sessions  for your child or teen contact barbara@bodylogique.com  


.







http://www.bodylogique.com/SensoryPage

Self Control: More Than Just a Good Idea

As my 11 year old daughter and I were out driving around last week we passed a construction site. She asked me: Mom, how come when a sign says "do not open" it just makes you want to open it even more?"

Well, besides the obvious that she is my daughter and I encourage her to not believe everything she hears/reads, I explained to her that in this case, a) she should definitely heed the warning, and b) its called 'self control'.

Self control is not just a good idea. Its an important life skill.

While I believe that children should never be deprived of new experiences, sensations, and opportunities to learn, I am also not an advocate of giving children everything they think they want. This is simply not healthy for them of for the familiy and becomes an extremely destructive habit in later years.

There needs to be a framework and a structure so that a child learns when its ok to break out of that & be spontaneous in a good/creative way.  This is also true for children with special needs. Once a suitable structure & expectations are in place, including reasonable adaptations based on the child's understanding and abilities, they should be adhered to. (Of course the exception here is a child that is cognitively or medically challenged to the point where their brain cannot control impulsive behaviors.)

We all know or work with people who have never mastered this skill. If you were not aware of  these types or "what their problem" was before, maybe you can identify it now. Signs & clues are: making excuses/justification as to why something is not finished (usually with a fantastic story of some sort); gossip/sour grapes about everyone & everything;  sense of entitlement; rules don't apply to them;  feeling of self-importance over others; poor time management skills; overwhelmed at too many projects/activities at once/never finishes a project; trying to be someone they are not.

How does it feel interacting with these people on a daily basis?  Now to put this in perspective of this post, imagine that this person is your own child someday down the road. How does Life look for them?

But listen-I'm not just an educator. I'm a parent too. I've been a parent for 28 years and I'm tired. I too get impatient sometimes and just feel the "whatever-do what you want!" ready to roll off my tongue also. But I have learned a few things after all these years of trial and error:

1) to pick my battles carefully
2) to make a few short & simple rules, and stick to them no matter what
3) to clearly define what happens if a rule is broken (do not be ambiguous such as "your're gonna get it!")
4) that teaching kids when young to recognize & control destructive impulsive behavior is always a good strategy

When a parent gives in to whim and impulse, they are  paving the road for greater more unreasonable demands ahead. We cannot just one day decide to put the brakes on it. It won't work. The child has already been taught that this is a world that is full of people that are here for their own instant gratification when in reality, our world does not work that way at all. We have to learn to get along with, communicate and cooperate with others to get what we want out of life. That starts with self-control.

My daughter and I  have had numerous talks about when we need to exercise self control and when its safe & appropriate to be spontaneous & give in to impulse. (in her case, this would be in reference to bickering with girlfriends & classmates.) We have also worked together on this important aspect of executive function with many students in social skills classes, yoga small groups & summer camps, using creative yoga-based movement games and art activities to help this skill develop & encourage its continued use.

What my daughter has not understood fully yet & what many people don't realize is just how important impulse/self-control is. It has a huge impact on a child's transitions & development into adulthood.  In fact researchers from the United States, Britain & New Zealand have found that, the extent to which a child uses self-control has more of an impact on their adult lives than intelligence or social status.


To learn more about the study, read this article originally published in the Proceedings of the National Academy of Sciences.

About Kids Health: Its all About Self Control

To find yoga-based games & activities to help children cultivate self-control visit our Sensory Games Page

To schedule private yoga based instruction for your child please e-mail  barbara@bodylogique.com


.

Giants, Wizards, Dwarfs...and Mermaids?

Today, after a wonderful weekend of teaching, learning & laughing with friends, I am experiencing a "Twlight Zone" kind of day; a day where I feel much like many of the children I work with must feel: at odds with everyone, disconnected from everyone else's idea of reality & like I just don't "fit in". I seem to be on another realm of existence, communication & understanding than the adults I have come in contact with today and I can't seem to get away from it except to retreat to the woods, to my writing & to my yoga mat.

This is a feeling I am familiar with, that has carried with me from childhood. My name, Barbara even means "a foreigner, a stranger" in its Latin form and that is exactly how I've felt today. Like a foreigner-a stranger in my own life.

There is no need for alarm. The fact that I am aware of it and that it brings me to a deeper understanding of the children I teach is the hidden silver lining. The fact that I know I don't need to fit in and the fact that I know when I need to retreat and when I need to be with those who love, accept & understand me is the blessing in disguise.

Friendship, love & belonging are so vitally important to all of us, but especially children with cognitive & social challenges, and I am vividly reminded of this as I look back over the events of this day. Humans are social creatures & need other people to share whether it is friendship, love, affection or sense of belonging, from a single person or a group of people. We need to give & express love and to be loved by others. If this need is not satisfied, many can become anxious, lonely & depressed.

I first became aware of how it felt to be left out in the 4th grade. It was the first day of middle school and all of us were in the (noisy) cafeteria, listening for our names to be called to go with our new teachers to our new classrooms.

Every child was called except me and a boy who had just moved here from Peru. (His name was Pedro and he was terrified-he spoke very little English.) I was suddenly afraid & aware that I belonged nowhere. Of course it was just an oversight and the principal cleared it up and escorted me to my classroom. My teacher (an angel-wherever she is now) Miss Drew, was the one who first influenced me to become a teacher, through her compassion & kindness to me that first day of 4th grade. This has always stayed with me,  however so has that feeling of "I don't fit in."

While I loved to play sports, I was shy and not very coordinated, so I didn't fit in with the "athletes". I was smart but not exceptionally so I did not fit in with the "smart kids", and I certainly did not fit in with those other kids-you know the ones. The ones that were always getting attention, clowning or getting into trouble. I had no idea where to look for friendship, because I did not fit the norm-was not in any of those categories. Even now, my diverse circle of friends illustrates my inability-or rather my refusal- to be defined.
 
This is my motivation to continue to educate children about how to build friendships & to create fun, inclusive enrichment activities and games where all children can be included and feel unique, accepted, cared for & successful.

A Robert Fulghum story came to me as I contemplated all of this & relaxed on my mat. I can think of no more appropriate story for a commentary on love, kindness, belonging & friendship than this one. It's from Fulghum's All I Really Needed to Know I Learned In Kindergarten book. The story has many messages: accepting oneself, being unique, wanting to fit in, etc.

I sincerely hope you enjoy it as much as I have.

~Barbara


"Giants, wizards and dwarfs was the game to play.

 Being left in charge of about eighty children seven to ten years old, while their parents were off doing parenty things, I mustered my troops in the church social hall and explained the game. It's a large-scale version of Rock, Paper, Scissors, and involves some intellectual decision-making. But the real purpose of the game is to make a lot of noise and run around chasing people until nobody knows which side you are on or who won.

Organizing a roomful of wired-up gradeschoolers into two teams, explaining the rudiments of the game, achieving consensus or group identity-- this all is no mean accomplishment, but we did it with a right good will and were ready to go.

The excitement of the chase had reached a critical mass. I yelled out, "You have to decide now which you are--a GIANT, a WIZARD, or a DWARF!"

While groups huddled in frenzied, whispered consultation, a tug came at my pants leg. A small child stands there looking up, and asks in a small, concerned voice, "Where do the Mermaids stand?"


Where do the Mermaids stand?

 A long pause. A very long pause. "Where do the Mermaids stand?" says I.

 "Yes. You see, I am a Mermaid."

 "There are no Mermaids."

 "Oh, yes, I am one!"

She did not relate to being a Giant, a Wizard, or a Dwarf. She knew her category. Mermaid. And was not about to leave the game and go over and stand against the wall where a loser would stand. She intended to participate, wherever Mermaids fit into the scheme of things. Without giving up dignity or identity. She took it for granted there was a place for Mermaids and that I would know just where.

Well, where DO the Mermaids stand? All the "Mermaids"-- all those who are different, who do not fit the norm and who do not accept the available boxes and pigeonholes?

Answer that question and you can build a school, a nation, or a world on it.

What was my answer at the moment? Every once in a while I say the right thing.

"The Mermaids stand right here, by the King of the Sea!" says I. (Yes, right here by the King's Fool, I thought to myself.)

So we stood there hand in hand, reviewing the troops of Wizards and Giants and Dwarfs as they roiled by in wild disarray.

 It is not true, by the way, that mermaids do not exist. I know at least one personally. I have held her hand."





*(From All I Really Needed to Know I Learned In Kindergarten by Robert Fulghum, Villard Books, New York, 1988, pp.83-85)

Use Your (Pool) Noodle

For the last few months, I have had the pleasure of working with an organization called  P.O.A.C  NJ (Parents of Autistic Children)  presenting sensory-based adaptive yoga workshops for therapists, parents and other educators. The workshops focus on ways to calm & engage children in yoga, exercise, therapy and other enriching activities.

In yesterday's workshop, I demonstrated a technique I have used since my days in Ms. Trudy's early intervention inclusion classroom. I call it "Making Pizza" and it is simple, fun and requires very basic items.

This activity will help integrate the proprioceptive and tactile senses. It will encourage expressive communication and focus. In addition it will help in sequencing skills. Parents, teachers, para-educators, therapists and family caregivers can use this fun game to calm the nervous system in over responsive children and help stimulate the senses for those children who are under responsive. This can be done in the therapy or sensory room, classroom or at home.

You will need a child, a grown up, (or as children become familiar with this exercise you can use 2 children at a time & supervise & facilitate peers participating in this activity ) a mat or a blanket and some of those colorful foam "noodles" that are used for swimming. I found these (pictured in the photo above) at a dollar store and had Jay, my significant other (and keeper of the scary, sharp and dangerous tools,) cut them in half for me to use at yesterday's workshop. (They cut fairly easily with a sharp knife as shown directly below.)

In this activity, one person (the child) gets to be the "dough" and the grown up gets to make the pizza.

To begin playing tell the child that you want to play the "Pizza Game" with him/her. Ask "Would you like to play?" (They may look at you suspiciously.)

Tell them you will be the Pizza Maker & they can be the dough. Instruct the child to lay down on their belly on the mat or blanket (which will now be referred to as the "Pizza Pan"...) with his or her hands under her cheeks as a "pillow" (or you can really use a small pillow.)

Begin by gently but firmly "rolling out the dough" with the colorful "rolling pins" as shown in the photo. Some of these noodles had some bumpy patterns that made for an interesting tactile sensory experience.



When I did this with my own daughter she started to wiggle & giggle and then after a few minutes she was directing me as to where she needed more rolling.

Watch your student or child carefully for body language & other signs of whether they need a bit more pressure or if you should apply a bit less pressure.

As you are doing the rolling, say out loud "I am roooooling out the dough...mmmmm...this will be good pizza!" or something similar.

After rolling for a minute,  pause and think out loud: "Hmmm, I wonder what I should put on this pizza? See if the child responds with a suggestion. If not, then ask the child if they have a suggestion. ("What do you like/should we put on this pizza?")

If they still don't know or don't respond , prompt them by saying, "How about some brussel sprouts? or some other known food that they do not like. Most likely they will now say "Ewwww..." or tell you "no", so you can ask again what they would like on their pizza?

If they have a suggestion you can respond by saying "Oh yes...cheese! Good idea! we need cheese on our pizza!" and use your hands on the child's back, arms, legs, feet & head if they will allow you to, to create a sensation of putting cheese on the pizza.

"What do we need next? Pizza sauce! Oh yes-I like lots of that!"  Use your hands again only slightly differently to make the "sauce" on the child's body. As each ingredient is suggested by the child or prompted by you, (olives, onions, peppers, anchovies, mushrooms, sausage, pepperoni, oregano , etc...) use your hands, fingers and even the ends of the noodles to make that ingredient's sensation on the back of the child's body. Be animated & creative - take your time, really engage with the child and have fun with it. (I know one teacher that even has a "chef" hat-she wears it while doing this with the kids.

The idea is to give the child calming muscle input and also to allow the child to have a sense of control over the activity-to spontaneously communicate his or her "needs" in the framework of  the "ingredients". Some children will get silly and say things like "gumdrops" or "worms" and I just go with it as long as the child is calm, engaging and having fun.  I may redirect afterward and say "OH..this is a make-believe silly pizza..." if I am trying to encourage appropriateness of language.

However, children have vivid imaginations and sometimes its a good thing to see where they will go with an idea. They may surprise you. Sometimes its best to put the lesson plan, the  "rules" the "shoulds" and the need for "compliance" aside & just play with the child. If the child is having fun, and trusts you, you will get the compliance you need to do your therapy or your teaching. I find it very effective to go into the child's world first, and to always encourage the higher skill being demonstrated.

After all the "ingredients" are added, the pizza has to cook-(sometimes I use a blanket or roll them up in the yoga mat)  you shut off the light & even set a visual timer for a minute or two and encourage the child to be very still & breathe quietly while waiting . Sometimes very quiet music helps) and when the pizza is "done" then you can unroll and "eat" (I use light squeezing movements on legs and arms.)

Then, if time allows, ask the child if he/she wants to be the pizza maker? Give him/her the chef hat and you lie down on the mat. Guide the child to repeat the steps you just did-with prompting when needed.

For non-verbal children this activity can be adapted to let them choose plastic play food from a basket or a picture card (PECS) to communicate which ingredient should be added next.  Children can also be supervised to play this game together in this manner.

If you are working on sequencing, use picture cards with numbers on them first to teach the sequence, then an exact duplicate copy of cards to practice the sequence.

As a variation, you can use this activity with the idea of making cookies or baking bread or making a hoagie/sandwich, or cutting vegetables & tossing a salad, planting a garden or even the idea of a *sculptor and clay.

*(For the clay idea, after the "clay" is rolled and pressed and flattened, the "sculptor" then can mold it into anything. Arms and legs can get moved or posed and the "clay" must stay the way the "sculptor" places them.)

I would love to hear from those of you that have done this activity! Please feel free to leave a comment below!

Have fun using those noodles!

~Barbara



.

When the Teacher is Ready ...

‎There is a Buddhist Proverb that says:  "When the student is ready, the teacher appears." As every year passes, I always am amazed at how many "teachers" appear in my life at my children's yoga classes.

Even though I go out the door to my classes with my mat, my lesson plan and an expectation of what I will teach the children that day, I come home, humbled with the lasting impressions and lessons that the children teach me.

"Friday Yoga With Lisa" always proves to be fun and full of surprises such as this, and spontaneous (incidental) learning for everyone!

Lisa is a is a very talented, experienced nationally board-certified, PA state licensed Pediatric Occupational Therapist and the owner of  KidsPlayWork  in Cheltenham, PA. We have been working together since the fall of 2010 to provide therapeutic yoga classes for a group of 6 children, ages 4-8, with varying degrees of autism, cognitive, sensory and behavioal challenges. Our most recent Friday class was even more special than most.

In this session, we have been working on 2 main group goals of respecting boundaries & facilitating smoother transitions. Each child has 2 or 3 individual goals as well. We are using color association to teach the children about emotions and self control, (based on the book "Majhical Mee, The Rainbow Inside of Me" ) and specific yoga movements to acheive the desired state of emotion. (Red & "Peace Pose"  are for confidence & connectedness; Orange is for warmth, like a sunset and we do "Sunset Pose" [Forward Bend], and so on for each color.)

"Story Stick"

The group worked very well together last night. We began with our "Breathing Ball" exercises then used the "Story Stick" in the circle to greet everyone. We did our "Warm Ups" and "Sun Salutaions" before we took our "Majhical Mee" Rainbow Yoga adventure!

The most special moment came, after relaxation, when we got to sing "Happy  Birthday" to one of the students. Each child then held a special "Singing Bowl" and sent a happy  "Birthday Vibration" and a special birthday wish to her.


A "Singing Bowl" for birthday wishes!

 The room was transformed. The children were very solemn & intensely focussed on sending the most special wish they could think of to the birthday child: happiness, lots of toys, a flower pressing kit, new friends, birthday hugs, etc.

As each child took their turn they looked the birthday child in the eyes & concluded their wish with a *Namaste, then passed the bowl to the next child. The room was filled with love & they all were absolutely glowing!

After all the children sent their wish, we then gave the birthday child the bowl, and Lisa asked her if she had a wish for herself. She hesitated a moment, the whole room quiet, waiting. She slowly looked around the circle, making eye contact with each of us, smiling, as if thinking of what to say next.

Then as she was still looking around the circle, she said in a very sweet slightly quivering voice, her eyes very wide, "I wish that I could always have this love from all of you; my friends." 

I was so filled up with the profound simplicity of it; at that very moment, I was ready & student became my teacher. It was so clear & tangible to me that at our very deepest level it is what we all wish for:  to be loved.

Eac of us expresses our wish differently, and some not at all, yet it is the one common thing that bonds us; the one thing that makes us all the same on the inside, regardless of how we speak, act, or look on the outside.

Namaste!



*Namaste: (Na-ma-stay) An Indian [Hindu] greeting which means “I bow to you” having the underlying significance of negating, reducing and humbling one's ego in the presence of another.


.

Transitions

This month marks the beginning of a new year. Some adults mark this transition to the new year by making "resolutions" which are agreements with ourselves to make positive changes in our lives in the upcoming year. As we know, not all changes we experience are by agreement and can throw us into a state of upheaval, confusion & stress. This can be especially difficult for children & teens that have not yet developed sufficient coping skills and do not realize that changes are a part of life, but are also a temporary in the big picture. 

The general themes in all of my children's Yoga classes this month revolve around some form of transition and adapting to change: whether it be a new school, new friend or new family situation, such as a new sibling, an illness, family stress due to job layoffs or separation/divorce.

I emphasize to the students that although these changes are sometimes emotionally stressful or painful, that they also hold the key to personal growth and new experiences. We cannot stop changes from occurring, however we can change the way we react, respond & navigate through during times of upheaval & transition.

Its important to note that along with the lesson of adapting to change its equally as important to teach our children how to create & embrace new experiences & personal challenges  in a positive way as a part of our everyday learning & growing understanding of relationships & the world around us. New experiences can give us new insight, new skills and a new appreciation for ourselves, our abilities & all the things we have, know and want to learn.

By creating change by choice, childre can be empowered to understand how to adapt to those changes they have no control over, making for a smoother transition during the bumpy rides of Life. Striking a balance between adapting to change & creating change through new experiences ensures that we are always able to appreciate what we have, what we are learning at this moment and that we look for the right people to support us & the lessons to be learned in each transitional experience. It also creates a sense of empathy for others going through transitions & changes also.

I strongly encourage you to guide your children to identify the changes in their life and one lesson they can learn from it. Also guide them through ways to support someone who is also going through changes. Sometimes all it takes is to be a really good listener. A notebook or journal is a useful way to help create focus around this idea & brainstorm strategies to use to help adapt during times of transition.

Take 5 minutes each day-whether at dinnertime, before school or before bed, to talk about adapting to/creating new experiences during the month of January. No child is too young-or too old-to begin to learn this skill. Attitudes will transform & opportunities will expand and confidence will grow by leaps and bounds with this simple but important practice.

Our stories & activities this month will reflect the idea of transitions & new beginnings. Our Yoga S.M.Art™ Activity book," Dragonfly Adventures" is designed for parents & educators to to take their children through activities that teach & reinforce this theme. We have found that this beautiful story takes on so many different meanings to children of all abilities, and we hope you & your child will enjoy it as well!

Purchase "Dragonfly Adventures" Yoga S.M.Art Activity Book  Here!

May all of your transitions be smooth ones!

Happy New Year to all!

~Barbara

Self Calming & The Four "B's"

I don't know if its just me, or if its the pre-holiday activities, but it seems that all of the children I have worked with in the past few weeks are just bundles of energy! Its been a challenge to get them to focus for more than short  intervals.

The Four B's is a technique that Pediatric OT, Lisa Baum showed me last week in our very energetic kids yoga class. Its a systematic calming process that she teaches her students to help them calm down, concentrate & regain self-control. Its very easy to teach to your child or students and this blog will take you through the 4 steps.

"Brake"

Brake:

The first thing Lisa has the children do is to put a "brake" on their excess energy.

She has them do this by pressing the palms of the hand together firmly as shown in the photo at the right. This helps to release excess muscle tension.

"Breathe"

Breathe:

Breathing is another vital tool in creating a sense of body awareness & restoring a sense of calm.

The children take a breath with their hands on their belly button, as shown in photo to the left, remembering to breathe deeply into the belly. (You can instruct your child to use 3-5 breaths)


Brain: 

"Brain"

By placing their hands in the top or towards the back of the head, and applying slight pressure, (as shown in photo to the right,) the child can 'activate' the brain, and create a sense of alertness & deeper calm.

This also will stabilize & "ground" the body.

Body:

"Body"

The final step in this process (shown at left)  is for children to cross arms in front of body and apply pressure as if to "hug" themselves.

The squeezing pressure on the arms and shoulders increases body awareness and assists in the sense of "grounded-ness" and security, which further calms the child and helps them stay focused.

These easy steps can be applied quietly and inconspicuously at home, school, church or synagogue, while at dinner in a restaurant (or in dance, yoga, karate or any other class) or anywhere a child needs to reduce fidgeting & regain a sense of focus, calm & self control.  Once the steps are learned, all that's needed is a gentle occasional reminder of  "Where are your 4 B's?".

* To download a FREE full color photo flash card of this technique click here or e-mail your request to: Barbara@bodylogique.com  .

For more information on our R.E.A.Ch™ program (Relaxation Education for Adults & Children) which teaches smany more stres reduction techniques, please visit Barbara at: BodyLogique.com 

To purchase our "Calm & Connected" book on Amazon, click the links below:

Print Edition

Kindle Edition

For more information on Pediatric Occupational Therapy visit Lisa at:

http://www.kidsplaywork.com/

.

Ocean Surf-ari Yoga

This week winds down the Wanna Play Summer Social Skills Camp. The theme of "Beach Yoga" worked so well the first week that I have used it  with all 4 groups for the entire 6 weeks. The children have responded well and for the most part have been very willing to interact with all the other children & other activities.

The format was the same each week to create a familiar routine: Get mats, sit down, take off shoes, practice breathing, "surfing" warmup, story or topic with poses, movement games and then finally an art project. The kids in my Tuesday class have been asking "Ms. Barb, are we doing art today?" for the last 3 weeks. The art has not only become a therapeutic outlet for self expression as well as a tangible symbol of the concepts they are being taught & shown, but also has become a motivator and a stress management tool.

Art has been used therapeutically since the 1940's. Art therapy is very different than other forms of therapy in that it utilizes and strengthens the creative process and is more accessable to everyone becuae we all, young or old, can be creative in some form or another! (See the article " Every Brain is A Creative Brain". ). Art therapy can be very beneficial to children as they have a harder time verbally expressing what they are expereincing & feeling as opposed to adults. They may feel "safer" and have an easier time expressing themselves through simple art projects.

Art can also aid a child in cultivating self-awareness, releiving stress or anxiety, integrating the sensory system & overcoming the challenges of learning disorders, autism, and other traumatic experiences. When a group art project (such as a mural) is planned, it can be a fantastic opportunity for refining social skills as well.

One of the first programs I worked with that recognized & embraced this concept of using art therapeutically as a form of communication & expression was the HeArts For Autsim Program.

This innovative monthy program is directed for children with autism and their siblings. Monthly activities are planned around a central theme and an art activity that is facilitated by volunteers.

I was asked to facilitate a yoga program for HeArts last year, and helped to establish the adaptive yoga program they are now using. We used the art activities along with yoga movement in a similar way that art is used in therapeutic environments, and it seems to be teaching skills and working in ways I never expected!

The other aspect of art is the unique interpretations and insights the children have. 

The Starfish project was a favorite-and can be used to teach many concepts. I used the imagery of a starfish-and the body in "Starfish Pose" (corpse pose or "savasana") as a relaxation technique. The starfish rests under the water-(weightless-cool) sinking deeper into the sand (safe-supported ) -where its quiet (rest-relaxation). Surrounded by beauty (visual processing-imagination) and kept company by other sea creatures (friendship-diversity) .

This week's Jelly Fish Project was well received too. I explained to the children that JellyFish are made of mostly water, have no bones, and no muscles so they are very floppy & can't move very well by themselves. They need to "suck in" and "blow out" the water to push them through and they need the Ocean currents to move them around-near food and shelter.




We rested in Jellyfish pose-Played Pass the Sea Urchin (a modified version of  'Funny Football" ) Played "The JellyFish Game" and made our own Art JellyFish to do the "JellyFish Dance" with.
I think I am all Jelly-Fished out!

Friday will be my day off-I am taking a trip with my daughter and some great friends to the actual beach. I am remembering the time that my (then 4 year old daughter) came running up to me excited by the "treasure she had found: to her it looked like a "tatoo necklace" so she picked it up and put it around her neck. I was horrified when I looked closer and saw that it was actually jellyfish tentacles! (Thankfully she was not stung-and we still laugh about this everytime we see "JellyFish Necklaces" at the beach!)

Maybe I will come up with some more beach adventures &  ideas for you while I am there!

Love & Laughter!

~Barbara


*Go to this link to order the complete beach themed S.M.Art Story™ curriculum: "Ocean Surfari"


Subscribe to S.M.Art Kids / Healthy Kids by Email




Contact: barbara@bodylogique.com



Related Articles:

Surf's Up!

Sand Dollar Shakers



.

Aromatherapy & Autism: How can it help?

Article updated April 14, 2013


Aromatherapy is the science of alternative medicine that uses volatile plant materials, known as essential oils, and other aromatic compounds for the purpose of improving a person's mood, cognitive function or health. In recent years there has been an interest is using aromatherapy for reducing the anxiety and behaviors associated with autism and other Sensory processing disorders.

In 1999 an OT named Jane Ellwood from the UK carefully planned and set up a structured program to use aromatherapy for a group of 6 non-verbal severely autistic children at a special needs school. The idea was to see if this would warrant further study. This would also provide an opportunity to document the therapeutic use and effects on children with sensory challenges.


5 different essential oils would be used-both stimulating and calming scents-and were selected based on their safe use with children, their ability to stimulate the olfactory sense, and their therapeutic properties:

Peppermint: A somewhat  familiar scent. Acts as a neuro-stimulator. Widely used to improve concentration. Also has a cooling effect on the skin and can be used as an additional sensory experience.

Neroli: A non-irritating and sedating oil.Good for massage & when calming is needed. Also recommended fore obsessive behavior, one of the characteristics of autism.

Eucalyptus: Stimulating and clears nasal & bronchial passages allowing for deeper respiration.

Roman Chamomile: Calming and has been suggested to use for eye pillows and to counter act aggressive behaviors.

Sandalwood: Non irritating and scent contrasts to the other oils. Blends well with Neroli and would give an additional scent if needed.

Peppermint was used the first week initially in a room diffuser then in spray bottle allowing droplets to settle on the hands and feet of the children. Some children requested more. Jane observes how one child, who was tactile defensive, used the neck pillows filled with Roman Chamomile on his neck and remained calm and still the entire class despite usually having difficulties sitting still. One child who was overwhelmed by the new sensation at first, learned to shut his eyes when he was smelling the mint, thus avoiding sensory overload.

Later on, hand massage was introduced, using Neroli diluted in massage oil. One child who self-stimulated by spitting into his hands and rubbing it in found this to be a more pleasurable, calming and more acceptable activity. This child remained alert and participated in the group sessions and would request the oil when he needed his hands rubbed to calm down. He learned to do this for himself. After a few weeks, the children, some resistant to touch, were willing to rub each other's hands for a new sensation. Other objects, textures and hot/cold packs with the essential oils in or on them were slowly introduced each week to further expand and integrate the range of sensory experiences.

One child who did not like the hand massages, would sit still for foot massages. A neutral oil (no essential oil) was used first to avoid sensory overload and was gradually introduced. This technique worked for gaining his attention before a new learning experiences such as group games or counting games.

In her conclusions, Jane states that "being aware of the often negative effects of sensory stimulation to children with autism, I had not expected the positive way the aromatherapy sessions were received. For all of the children, the experience has led to new opportunities for interaction & communication."


Overall, Ms. Ellwood concludes that the children reacted with interest and activity to the stimulating oils (peppermint & Eucalyptus) and receptiveness and calm with the calming oils, Neroli, Sandalwood and Roman Chamomile. However, the oils paired with the activity (massage, relaxation, etc. ) may also be a contributing factor in the outcome.

(Ms. Ellwood's study was published in Vol 1 • No 3 ~ Winter 2002-03 of  "In Essence"- the quarterly Aromatherapy journal of the International Federation of Professional Aromatherapists)

Its important to not that before you introduce this type of sensory activity to your child check with his or her therapist or medical doctor. Also, be sure to use only natural essential oils and foods (coffee, oranges, lemons, basil, sage, lavender, etc.). Artificial scents, fabric softeners, & fragrances contain many chemicals that can cause headaches, nausea and other undesired affects on a child with sensitivities.

There are both strong supporters of this practice as well as others who say the effects cannot be proven. Most affects can be observed but are difficult to scientifically establish. You have to make these decisions for what is best and what will work for your students/child. It has been my own experience in a self contained classroom setting and with my own daughter, (who is not sensory challenged) that aromatherapy has a positive effect with careful application, dilligence & time.

A simple sensory activity to do with your child is "Scented Salt  Dough". You can encourage your child to help you make this simple scented dough, and then use like clay to incorporate a variety of skills & sensory experiences (kitchen activities and "following a recipe" in general help improve auditory processing, visual processing, proprioception, fine motor skills, tactile senses, olfactory sense,  language and socialization skills.)

You can also add rice, sand or other grainy substances to a different batch to  increase the tactile response. (I don't suggest combining both scent and texture until after both types are introduced to the child/children and gotten used to.)

Some natural scents you can add to the dough: (be conservative & aware of what you are adding  & whether or not a child has known skin sensitivities.)

Stimulating: Instant coffee, peppermint extract,  lemon extract, pumpkin pie spice, cinnamon, ginger, ground cloves, basil, cherry kool aid,

Calming: vanilla extract, lavender, Roman Chamomile, Neroli, honey, anise extract, licorice or fennel

The dough can then be allowed to harden & painted for an extra creative & sensory experience!

For salt dough recipe and other sensory games & activities please visit our web page at: BodyLogique.com 


To order a copy of "Calm & Connected: Yoga-Based Tools for Self-Regulation" (filled with dozens of simple, kid-friendly relaxation techniques) please use this link.

Calm & Connected
by Barbara Gini

For more information on Aromatherapy and autism, visit:

Aromatherapy-ADHD & Autism

Evaluating Aromatherapy Massage  Effects on sleep in children with autism

Aromatherapy for ADHD 



Receive S.M.Art Kids / Healthy Kids by Email




.
.